文献类型：期刊文献

中文题名：组织支持与科研控制感对理工科教师学术冒险意愿的影响

英文题名：The Influence of Organizational Support and Perceived Research Control on Science and Engineering Faculty’s Willingness to Take Academic Risks

作者：龚玉[1,2];阎光才[3]

机构：[1]华东师范大学教师教育学院,上海200062;[2]华东理工大学发展规划处,上海200237;[3]华东师范大学高等教育研究所,上海200062

年份：2025

卷号：46

期号：6

起止页码：61

中文期刊名：清华大学教育研究

外文期刊名：Tsinghua Journal of Education

收录：;北大核心:【北大核心2023】；

基金：2021年度教育部人文社会科学研究青年基金项目“研究型大学教师科研创新风险及激励机制研究”(21YJC880024)。

语种：中文

中文关键词：学术冒险意愿;组织支持感;科研控制感

外文关键词：willingness to take academic risks;perceived organizational support;perceived control in research

摘要：学术冒险意愿是科研人员在研究中敢于突破现有理论框架,积极探索未知领域或尝试新方法,并愿意承担相应风险的主观倾向,是推动原创性研究和拓展知识边界的关键驱动力。运用混合研究方法,以“双一流”建设高校理工科教师为对象,探究组织支持与科研控制感对学术冒险意愿的作用机制。研究结果表明,理工科教师的学术冒险意愿与科研控制感处于中等偏上水平,而组织支持感相对较低;组织支持与科研控制感均显著正向影响学术冒险意愿,且科研控制感在组织支持与学术冒险意愿之间起部分中介作用。学术冒险意愿在不同群体间存在差异。为有效提升教师的学术冒险意愿,高校应优化组织支持体系,强化创新容错机制与文化建设,在科研资源配置中兼顾效率与公平,拓展教师的自主决策空间,并依据群体特征实施差异化支持策略,保障其学术职业安全与个人成长。
The willingness to take academic risks,defined as a researcher's propensity to break through existing theoretical frameworks,explore uncharted territories,and experiment with novel methods while accepting potential setbacks,is a critical driver of original research and knowledge advancement.This mixedmethods study investigates the mechanisms through which organizational support and perceived research control influence such willingness among STEM faculty at China's"Double First-Class"universities.Findings indicate that while faculty reported moderately high levels of academic risk-taking willingness and perceived research control,their sense of organizational support was comparatively lower.Regression analyses revealed that both organizational support and perceived research control significantly and positively predicted academic risk-taking willingness.Furthermore,perceived research control was identified as a partial mediator in the relationship between organizational support and academic risk-taking willingness.Significant variations in academic risktaking willingness were observed across different demographic groups.To foster a more innovative academic environment,universities should enhance their organizational support systems by developing failure-tolerant mechanisms and a supportive culture.This includes balancing efficiency with equity in research resource allocation,expanding faculty autonomy in decision-making,and implementing differentiated support strategies tailored to specific group characteristics to safeguard academic career security and personal growth.